Motivation

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Transcript of Motivation

TARGETTaskAuthorityRecognitionGroupingEvaluationTimeDesign of learning activities and assignmentstasks should be relevant and meaningfulthe value of the tasks should be apparent to studentstasks should be variedtasks should be appropriately challenging for all studentsstudents should have some choice in task completion and/or designDegree of control students have over learning activities and to develop a sense of autonomyprovide students with meaningful choicesprovide opportunities for student to develop leadership skillsprovide opportunities to develop student's self-regulation skillshow students are recognized and for whatprovide timely and informational feedback about performance and/or competenceavoid social comparisonsencourage mastery goal orientationsavoid normative comparisonsprovide accurate and credible feedbackprovide feedback on effort early in learning processprovide ability feedback as students gain skillsbe very cautious using extrinsic rewardshow learners work togetherencourage collaboration, not competitionuse heterogeneous cooperative groupsdefine jobs or roles for group membersuse a variety of work structures (singles, pairs, small groups)take the time to develop norms and explicitly teach how to behave in a grouphow learning is monitored and assessedavoid social comparisonsavoid normative comparisonsuse a variety of assessment measuresmeasure progress, mastery and improvementprovide opportunities to improve workthe appropriateness of the workload, the pace of instruction, and the time allotted for completing workbreak tasks into smaller chunksprovide some choice in task completionadjust time or task requirements for struggling studentscheck for understanding frequentlyteach time managementEpstein, 1988"Often, it is not that the child is not motivated, but that the child is not motivated to do what WE want him to do."-C. AmesTheories of MotivationExpectancy-Value TheoryAttributionsAffectInterestIntrinsic motivationGoal Orientation"My colleagues and I assume that achievement-related choices (e.g., educational, occupational, and leisure-time choices), whether made consciously or nonconsciously, are guided by the following: (1) one's expectations for success on, and sense of personal efficacy for, the various options, as well as one's sense of competence for various tasks; (2) the relation of the options both to one's short-and long range goals and one's core personal and social identities, and basic psychological needs; (3) the individual's culturally based role schemas, such as those linked to gender, social class, religious group, and ethnic group; and (4) the potential cost of investing time in one activity rather than another. We assume that all of these psychologcial variables are influenced by one's experiences and interpretation of these experiences, by cultural norms, and by the behaviors and goals of one's socializers and peers."J. Eccles1. People will seek to confirm their self-image.2. Different activities afford different opportunities to confirm or contradict one's self-image.3. People tend to value activities that confirm or provide opportunities to confirm their self-image, or that align with long-term goals more than those activites that do not.4. People are more likely to engage in tasks that have higher subjective value than those that lave lower subjective value.-J. EcclesWhy should I do this?Am I able to do this?What will I gain if I succeed?What will it cost me if I fail?Students who believe they can do the task and expect to do well are more likely to achieve at higher levels, be more cognitively engaged, and try harder and persist longer at the task. Current research suggests that self-perceptions of ability are domain specific, not global.-Shrunk, Pintrich, & Meece"I am good at math" is not the same as general self-esteem.provide informational feedback on reasons for success and failure"In a series of studies, we have shown that feedback that focuses on and judges the child's traits (whether in a positive or negative way) fosters an entity theory and the whole entity-oriented meaning system, whereas feedback that focuses on the child's process (e.g., effort or strategy) fosters an incremental theory and its meaning system."-Dweck & Molden"The results showed that the intelligence praise indeed fostered an entity theory in children -- the idea that their fixed ability was captured by their performance, whereas the effort prasie fostered a more dynamic, malleable view of intelligence. Along with the self-theories came different goals. When given a choice between pursuing a learning goal that would challenge and allow them to grow, and a performance goal that would allow them to look smart, children given the intelligence praise chose the performance goal, whereas those given the effort praise overwhelmingly chose the learning goal."-Dweck & Molden1. Individuals are motivated to understand and master their environment by making it more predictable and controllable.2. Individuals do this by trying to understand why things happen, and why people do and say what they do.entity theory = intelligence is a fixed trait or attributeincremental theory = intelligence is changable and responsive to trainingSchunk, Pintrich & MeecePersonal interest = somewhat stable personal disposition toward a specific topic or domainSituational interest = somewhat temporary, situation-specific attention to a topic"In contrast to individual interest that develops slowly and tends to be relatively long-lasting, situational interest is triggered more suddenly by environmental factors accross individuals. This emergent interest may not last beyond the time it is triggered ... Mitchell (1993) extended this distinction by proposing that the essence of triggering interest lies in finding ways to empower students by helping them find meaning or personal relevance ... Group work, puzzles, and computers were found to spark interest in math, but failed to maintain students' interest over time. Meaningfulness and involvement, on the other hand, proved to function as empowering variables by holding and sustaining students' interest."-S. Hidi"Self-esteem tends to flow from actual accomplishments and achievements, not vice versa ... Praising students noncontingenly can be detrimental. It leads students to think they should be praised for just existing, not for their actual accomplishments and skills. In the long run, students will not benefit from this type of empty praise; they will not get feedback to help develop their skills and expertise. Without accurate feedback about skill development it is difficult for students to change or regulate their behavior."-Hidi & Harackiewiczself-worth = a general, affective or emotional reaction to the selfself-efficacy = a cognitive appraisal of one's competence, usually in a specific domainYerkes-Dodson CurveSources of intrinsic motivation:Challenge - present learners with task of intermediate difficulty that they feel efficacious about accomplishingCuriosity - Present students with surprising or incongruous information that will motivate them to close a gap in their knowledgeControl - Provide learners with choices and a sense of control over their learning outcomesFantasy - Involve learners in fantasy and make-believe through simulations and games-Lepper & Hodell"In short, "Do this and you'll get that" makes people focus on the "that" not the "this." Do rewards motivate people? Absolutely. They motivate people to get rewards ...It's important to distinguish well-conducted from poorly conducted research, and to understand the outcome variables in a given investigation. For example, if someone were to announce that studies have shown traditional classroom discipline techniques are 'effective,' our immediate response should be to ask, 'Effective at what? Promoting meaningful learning? Concern for others? Or merely eliciting short-term obedience?' Empirical findings can come from rigorously conducted scientific studies but still be of limited value; everything depends on the objectives that informed the research.- A. Kohncatching interest vs. holding interestassessment anxiety is realperformance vs. mastery goalsIs intelligence changable?MOTIVATIONRyan & DeciCuriouser and curiouser"I don't believe it.""That is why you fail.""We have a good school here, but we get the wrong kinds of students."